Use of the 7E instructional model and Inquiry-Based Learning

ENGAGE

EXPLAIN

EXPLORE

ELABORATE

EXCHANGE

EVALUATE

EMPOWERMENT

CreativeLab_Sci&Math ® is a project of the teachers of the Department of Mathematics and Natural Sciences of Polytechnic Institute of Santarém/School of

Education. This project focuses in higher education innovation for teaching, learning and assessment in Science and Mathematics (S&M).

The CreativeLab_Sci&Math ® is based on the following academic practices:

Immersion in this type of teaching-learning

scenarios prepare prospective teachers with inquiry-

based learning approaches, and to actively

participate in solving social issues related to science,

technology and environment (Linhares & Reis, 2017).

Inquiry-based learning activities allow students to

describe objects, raise questions, construct and

evaluate explanations, considering current scientific

knowledge and communicating their ideas (Pedaste

et al., 2015).

CreativeLab_Sci&Math® has a spatial organization, inspired by the

initiative Future Classroom Lab (European Schoolnet, 2017), with

different learning areas. These areas were designed to promote

diverse teaching strategies and new teachers’ and students’ roles

(OECD, 2013). The areas are related to the 7E teaching moments and

promote skills associated to S&M.

ReferencesAmerican Association for the Advancement of Science (AAAS) (2011). Vision and change: A call to action. Retrieved from www.visionandchange.org

Czerniak C. M. (2007). Interdisciplinary science teaching. In S. K. Abell, N. G. Lederman (Eds.), Handbook of research on science education (p.p. 537–560). New York: Routledge.

European Schoolnet (2017). Future Classroom Lab. Retrieved from http://fcl.eun.org/learning-zones

Feistel, R. A. B., & Maestrelli, S. R. P. (2012). Interdisciplinaridade na formação inicial de professores: um olhar sobre as pesquisas em educação em ciências. Alexandria. Revista de Educação em Ciência e Tecnologia, 5(1), 155-176.

Frykholm, J., & Glasson, G. (2005) Connecting science and mathematics instruction: pedagogical context knowledge for teachers. Sch Sci Math, 105(3), 127–141.

Hollenbeck, J. E. (2007). Integration of Mathematics and Science: Doing it correctly for once. Bulgarian Journal of Science and Education Policy, 1(1), 77–81.

Lyall, C., Meagher, L., Bandola, J., & Kettle, A. (2015). Interdisciplinary provision in higher education. Current and future challenges. York: Higher Education Academy.

Linhares, E., & Reis, P. (2017). Interactive Exhibition on Climate Geoengineering: Empowering Future Tearchers for Sociopolitical Action. Sisyphus – Journal of Education, 5(3), 85-106.

Morrison, J., & McDuffie, A. R. (2009). Connecting science and mathematics: using inquiry investigations to learn about data collection, analysis, and display. teachers. Sch Sci Math, 109(1), 31–44.

OECD (2013). Innovative Learning Environments, Educational Research and Innovation. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264203488-en

Pedaste, M., Mäeots, M., Siiman, L. A, Jong, T. de, Riesen, S. A. N. van, Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47-61.

Ríordáin, M., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47(2), 233-255.

Zhang, D.M., & Shen, J. (2015). Disciplinary foundations for solving interdisciplinary scientific problems. International Journal of Science Education. 37(15), 2555-2576.

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Working in innovative educational environments2

Interdisciplinarity and co-teaching3

Prepare citizens to be able to integrate knowledge from multiple areas

(Zhang & Shen, 2015), specifically the integration of S&M teaching and

learning (AAAS, 2011; Czerniak, 2007) is an educative major outcome.

Interdisciplinarity (ID) could contribute to this outcome because promotes

student learning, engagement, problem-solving skills, critical thinking, real-

life application (Ríordáin, Johnston & Walshe, 2016), and better

understanding of S&M. ID collaboration also improves teachers’

development of pedagogical and content knowledge (Frykholm & Glasson,

2005; Morrison & McDuffie, 2009).

Creating an ID syllabus is a challenging task (Lyall, Meagher, bandola &

Kettle, 2015). However, a solution to improve the performance of the

students in S&M is to combine them into one field of study (Hollenbeck,

2007). Feistel and Maestrelli (2012) also said that ID could be intended as a

relation of knowledge between different subjects.

Therefore, ID is a key feature of our project and involves:

• Co-teaching: these activities are implemented with two teachers

sharing responsibilities as joint planning, instruction, and evaluation of

learning experience.

• Co-creation: definition of learning goals and specific learning

outcomes of common S&M activities and resources;

CreativeLab_Sci&Math® teachers also crossed the syllabus of the

curricular units of Earth and Life Sciences and Mathematical Modelling

(Basic Education Degree) into a curricular interdisciplinary network

with common activities.

Disseminate educational innovation and share S&M activities

Our open educational resources (designed for students from

kindergarten to high school) are shared in online platforms for S&M

teachers, with peer review, as Casa das Ciências® (House of

Sciences).

Some of our activities were awarded with annual prizes that

distinguishes the best activities published by teachers in Portugal.

Other shared activities were elaborated by students. We think

involving our students in the process of design, implement and share

S&M activities for different school levels contributes to their

development as future teachers.

Find more on our web page. Join us on Facebook®

• Create sustainability for curricular innovation in S&M within our higher

education institution;

• Improve the dynamics of co-creation and co-teaching;

• Develop a collaborative network with national and international

researchers interested in higher education innovation in S&M.

Future challenges

4

Bento Cavadas1,2 | bento.cavadas@ese.ipsantarem.pt

Elisabete Linhares1,3 | elisabete.linhares@ese.ipsantarem.pt

Marisa Correia1,3 | marisa.correia@ese.ipsantarem.pt

Nelson Mestrinho1 | nelson.mestrinho@ese.ipsantarem.pt

Raquel Santos1,3 | raquel.marques@ese.ipsantarem.pt

1School of Education, Polytechnic Institute of Santarém, Portugal

2CeiED, Lusófona University, 3UIDEF, Institute of Education, University of LisbonUNIVERSITY OF AVEIRO | 27TH SEPTEMBER 2018

A PROJECT FOR

HIGHER EDUCATION INNOVATION

IN SCIENCE AND MATHEMATICS

Introduction

INTERDISCIPLINARY

ACTIVITIES